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61.
Relationships between Pupils’ Sociocultural Background,Instruction in School and Writing Achievement
The aim of this study was to explain differences between pupils’ achievements in composition. A theoretic causal model of factors of importance to pupils’ proficiency in writing has been tested with data collected in the Swedish part of the IEA‐study. These data involve the pupils’ sociocultural background, the teachers’ experiences and the teaching of writing. The pupils’ marks for an argumentative composition represent the standard of their achievement in writing. The present analysis includes pupils in grade 9 of the Swedish compulsory comprehensive school. The causal model was verified concerning the relationships between pupils’ sociocultural background and their writing achievement. However, no relationships could be found between teaching in school and pupils’ achievement, a result which is discussed critically. 相似文献
62.
Marco Kragten Wilfried Admiraal Gert Rijlaarsdam 《Research in Science Education》2013,43(5):1785-1800
Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students’ difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n?=?64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract. 相似文献
63.
Gert Vanthournout David Gijbels Christa Van Ginneken Peter Van Petegem 《Studies in Educational Evaluation》2013
The present study explores the development of students’ assessment preferences by investigating how these preferences evolve after experiencing an assessment development center in a veterinary gross anatomy course. The sample in this study consists of 42 students in the second year of a Bachelor's degree in medical veterinary science, enrolled in a ‘gross anatomy course’. Data were collected in a pre-test–post-test design using the Assessment Preferences Inventory. The results indicates that students’ experience with an assessment and development centre can result in the development of students’ assessment preferences towards assessment formats testing more ‘higher order’ skills. Results of this explorative study should not be overstated, however, due to sample size and research design. 相似文献
64.
Marco Kragten Wilfried Admiraal Gert Rijlaarsdam 《International Journal of Science Education》2013,35(12):1915-1937
Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students’ learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal data and eye-tracking data were collected as indications of students’ learning activities. For the verbal data, we applied a fine-grained coding scheme to optimally describe students’ learning activities. For the eye-tracking data, we used fixation time and transitions between areas of interest in the process diagrams as indices of learning activities. Various learning activities while studying process diagrams were found that distinguished between more and less successful students. Results showed that between-student variance in comprehension score was highly predicted by meaning making of the process arrows (80%) and fixation time in the main area (65%). Students employed successful learning activities consistently across learning tasks. Furthermore, compared to unsuccessful students, successful students used a more coherent approach of interrelated learning activities for comprehending process diagrams. 相似文献
65.
Katrien Fransen Norbert Vanbeselaere Vasileios Exadaktylos Gert Vande Broek Bert De Cuyper Daniel Berckmans 《Journal of sports sciences》2013,31(7):641-649
Abstract Collective efficacy can be defined as a group's shared confidence that they will successfully achieve their goal. We examined which behaviours and events are perceived as sources of collective efficacy beliefs in a volleyball context. In Study 1, volleyball coaches from the highest volleyball leagues (n = 33) in Belgium indicated the most important sources of collective efficacy. This list was then adapted based on the literature and on feedback given by an expert focus group, resulting in a 40-item questionnaire. In Study 2, coaches and players from all levels of volleyball in Belgium (n = 2365) rated each of these sources on their predictive value for collective efficacy. A principal component analysis revealed that the 40 sources could be divided into eight internally consistent factors. Positive supportive communication (e.g. enthusiasm after making a point) was identified as the factor most predictive for positive collective efficacy beliefs. The factor referring to the negative emotional reactions of players (e.g. discouraging body language) was the most predictive for negative collective efficacy beliefs. These findings offer a starting point for the design of continuous measurements of collective efficacy through observation. 相似文献
66.
Gert Biesta 《课程研究杂志》2013,45(1):13-16
This is the second of four essays discussing John Dewey's short essay, ‘Education as engineering’. Dewey's views are remarkably timely against the background of recent discussions about the role of evidence in educational practice and a call for research that tells us ‘what works’. Dewey's view is nuanced and helps one to see what one should and should not expect from an engineering approach to education. However, Dewey pays little attention to the role of normative judgement in engineering and does not address the question of whether engineering in education might be fundamentally different from engineering in other domains. This paper provides some suggestions for how one may want to articulate this difference and argues that it is important to bear in mind that there are differences between the building of bridges and the ‘building’ of human beings. 相似文献
67.
68.
Lieve Verheyden Kris Van den Branden Gert Rijlaarsdam Huub Van den Bergh Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38
This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children. 相似文献
69.
Robert Lawy Gert Biesta Jane McDonnell Helen Lawy Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning. 相似文献
70.
Fransen K Vanbeselaere N Exadaktylos V Vande Broek G De Cuyper B Berckmans D Ceux T De Backer M Boen F 《Journal of sports sciences》2012,30(7):641-649
Collective efficacy can be defined as a group's shared confidence that they will successfully achieve their goal. We examined which behaviours and events are perceived as sources of collective efficacy beliefs in a volleyball context. In study 1, volleyball coaches from the highest volleyball leagues (n = 33) in Belgium indicated the most important sources of collective efficacy. This list was then adapted based on the literature and on feedback given by an expert focus group, resulting in a 40-item questionnaire. In Study 2, coaches and players from all levels of volleyball in Belgium (n = 2365) rated each of these sources on their predictive value for collective efficacy. A principal component analysis revealed that the 40 sources could be divided into eight internally consistent factors. Positive supportive communication (e.g., enthusiasm after making a point) was identified as the factor most predictive for positive collective efficacy beliefs. The factor referring to the negative emotional reactions of players (e.g., discouraging body language) was the most predictive for negative collective efficacy beliefs. These findings offer a starting point for the design of continuous measurements of collective efficacy through observation. 相似文献